Mobile‐Assisted Language Learning

Kukulska‐Hulme, Agnes

doi:10.1002/9781405198431.wbeal0768.pub2

Cited by 26 publications

(20 citation statements)

References 21 publications

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“…MALL refers to “the use of smart phones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages” (Kukulska‐Hulme, 2013, p. 1). Three decades of research has shown the benefits of MALL (Burston, 2014, 2015) such as promoting collaborative language learning (Kukulska‐Hulme & Viberg, 2018) and fostering formal and informal language practice (Hsu, 2013; Kolb, 2006; Wagner & Wilson, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Three decades of research has shown the benefits of MALL (Burston, 2014, 2015) such as promoting collaborative language learning (Kukulska‐Hulme & Viberg, 2018) and fostering formal and informal language practice (Hsu, 2013; Kolb, 2006; Wagner & Wilson, 2005). These benefits can be attributed at least in part to the typical features of MALL, including accessibility–easy and spontaneous access to language learning resources and activities, continuity–smooth learning transfer across devices and learning platforms, flexibility–flexible time and space for learning, and adaptability–easy alignment to personal learning habits (Kukulska‐Hulme, 2013; Loewen et al ., 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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“…Studies like this encourage innovation and development of mobile application and features which will be powerful for learning English in ESL and EFL contexts. An extensive study found that MALL is powerful for varying English teaching and learning activity which is flexible and dynamic and giving the opportunity to teachers, researchers and application makers to develop the best smartphone applications for learning English [23].…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Implementing an Ecological Teaching through Mobile-Assisted Language Learning in EFL Education

Novawan¹,

Aisyiyah²,

Miqawati³

et al. 2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Despite the notion of eco-linguistics; ecology and language, has been extensively discussed until currently, its complexity invites studies to make further specific contribution to strengthening the underpinning theories. This paper aims to sustain the emergence of an ecological perspective in the Applied Linguistics by presenting a research finding which investigated the students' experience when joining an English course applying the Action-based (AB) and MALL. It begins with an overview of contextual background with an emphasis on the sophistication of industrial technology elsewhere including in particular EFL settings which influence demand on the capacity to communicate in the multi-language settings. It then clarifies a general understanding of the ecology of language and mobile-assisted language learning which is prone to that with sociocultural influence. The study reported in this paper used a survey method to 324 participants enrolling in 4 departments at a vocational college. Based on the findings, the application of Action-based (AB) and MALL had given some changes in the students' behavior which involve the nurture of ecological EFL learning habit through mobile technology, an increase of learning motivation, the improvement of English skills, the enhancement of content-knowledge, and the advancement of technological skill.

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“…Determining the best strategies for successfully implementing mobile devices to improve learning is an important issue that need intense study especially in integrating m-learning into classroom environments. M-learning is proving its potential to address authentic learner needs at the point at which they arise [35].…”

Section: Future Work and Conclusionmentioning

confidence: 99%

Acceptance and Readiness of Mobile Learning Integration Among Teachers of Dyslexic Students: A Preliminary Study

Zain¹,

Mahmud²

2018

IJMA

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Mobile technology enables the creation of mobile applications to assist learning. However, integrating the most appropriate mobile applications as an assistive technology for dyslexic students is challenging for teachers if they are unprepared with sufficient knowledge. This preliminary study aimed to understand the acceptance and readiness of mobile learning integration among teachers of dyslexic students. The study was a qualitative study, which involved one selected mobile application to be evaluated by four selected teachers. Teachers had been interviewed. Interestingly, the teachers showed positive attitude in acceptance and readiness of using mobile application in class, with condition it suits dyslexic students learning needs. They believe using appropriate mobile application can support learning. Following this study, more studies will be conducted to evaluate the effectiveness of abundant implementation towards mobile learning by teachers of dyslexic learning.

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Mobile‐Assisted Language Learning

Cited by 26 publications

References 21 publications

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Implementing an Ecological Teaching through Mobile-Assisted Language Learning in EFL Education

Acceptance and Readiness of Mobile Learning Integration Among Teachers of Dyslexic Students: A Preliminary Study

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